Best Practices in Special Education Instructional Assistant Workshop

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Best Practices in Special EducationInstructional
Assistant Workshop

• August 21 or 22, 2008
• 800a.m.-1130a.m
• Presented by
• Andy Stetkevich, Staff Development Specialist
• astetkevich_at_rusd.k12.ca.us

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Norms and Warm-Up

• Card activity
• Introduce yourself.
• What program and level?
• What is your favorite hobby or interest?

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Learning Objective

• Participants will identify best practices in
  identifying the primary responsibilities of the
  instructional assistants. understanding disabling
  conditions, using positive behavioral management,
  and engaging students in instructions by
  completing all training activities.

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Agenda

• Norms and Warm-Up-Card Activity
• RUSD Priorities for Instructions
• Professionalism Primary Responsibilities
• Overview of Major Handicapping Conditions
• Specific Learning Disabilities and Dyslexia
• ADHD as Other Health Impaired
• Autistic Spectrum Disorders
• Aspergers Syndrome
• Emotional Disturbance
• Low Incidence Disabilities
• Instructional Programs
• Instructional Strategies-Multisensory (Number
  Activity)
• Truman Doctrine
• Brain Video
• Positive Behavior Management
• Video Richard Lavoie

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RUSD Program Goals

• 2-Part Learning Objective
• What?
• How will know?
• Why are we learning it?
• Student Engagement
• Interventions

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Primary Responsibilities

• Actively Support Instruction!
• Provide small group and individual instruction as
  directed by the classroom teacher.
• Know the learning objective for the students and
  communicate to your students.
• Engage your students with multisensory
  instruction
• Monitor students behavior and academic progress

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Primary Responsibilities

• Maintain compliance with the I.E.P.
• Maintain Confidentiality of all students.
• Implement Positive Intervention Support Plans as
  directed by your teacher.
• Ask about health/medical issues and/or
  procedures.
• Dress for safety and mobility.

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Primary Responsibilities-Teamwork

• Maintain professional communication with
  colleagues.
• Communication with parents, other than routine
  communications, should always come from the
  teacher or administrator.
• Ask and learn about the goals for each of your
  students by asking your teacher.
• Ask and gain information about specific
  disabilities of your students by asking your
  teacher
• Work under the direction of the classroom
  teacher.
• Discuss conflicts or concerns out of earshot of
  your students or parents.
• The I.E.P. team is the legal decision-making body
  for program issues.

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SH Programs-Curriculum

• SH- Edmark, Modified HM and Project Read
  strategies, Touch Math, Access to enVisionMath

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Nonsevere Special Day Class

• Language Arts- Houghton Mifflin, Project Read
  Phonics, Framing Your Thoughts
• Language! Program-Grades 5,6 Special Day Class
• Math-enVision Math

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Elementary Resource Specialist Program

• Language Arts-Supplement Houghton Mifflin
  Program, Project Read Phonics, Framing Your
  Thoughts
• Math-Supplement enVision Math Program
• Push-In and Pull-Out Delivery Models

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Secondary SH Programs

• English Language Arts- Highpoint Basics Literacy
  Program and Edmark
• Functional Life Skills Curriculum

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Secondary RSP and Special Day Class (NSH) Programs

• Language! Program or Adapted Holt Language Arts
  Program
• Core Math Programs
• Pre-Algebra
• Algebra 1
• Framing Your Thought for Language! and Grades 7
  and 8 Adapted Language Arts
• Strategies for Success (SFS)-RSP-All High Schools

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Student Engagement- Top 10 Teacher Moves

• Callbacks
• Celebrations
• Color
• State Change
• Wait Time
• VAKT
• Ask for Assistance
• Think-Pair-Share
• Team Work
• ICONS

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Multisensory Instruction

• Truman Doctrine
• Brain Video-VAKT
• Additional Strategies

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Disabilities

• 13 Handicapping Conditions
• Autistic Spectrum Disorder
• Aspergers Syndrome
• ADHD
• Specific Learning Disabilities and Dyslexia
• Composite of Laws-Eligibility

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Positive Behavior Management

• It is the Law!
• Hughes Bill- AB 2586 (1990)
• Prohibits use of aversive behavior interventions.
• Mandates the development and implementation of
  positive behavior intervention plans for special
  education students with serious behavior
  problems.
• Principles of Positive Behavior Management
  Planning
• Antecedent-Triggers? Charting Behavior-Role Play
• Behavior-Specific, Observable, and Quantifiable
• Consequences-What results from the behavior?
• Understand why the student behaves in a certain
  way.
• Replace the inappropriate behavior with a more
  suitable behavior that serves the same function
  at the problem behave

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Positive Proactive Discipline

• When the Chips Are DownRichard Lavoie
• Focus Questions
• Define Positive vs. Negative Feedback
• What would be an example of a proactive
  discipline strategy?
• What would be an example of corrective
  discipline?
• Resource www.nichcy.org

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Closure

• Creative Brains Closure-Share one idea to apply
  with an elbow partner.